A self-assessment rubric for national and regional medical education accrediting authorities and professionals.
SEEMAS (Self-Evaluation of Equity in Medical Education Accreditation Standards) is a structured self-assessment tool designed to help accreditation authorities measure how well their standards and processes uphold the principles of equity in accrediting the medical schools — particularly those that are geographically disadvantaged, resource-deficient, or resource-constrained compared to prime or central locations.
The instrument is organised into two sections and five themes, each comprising rubric criteria classified into Basic, Proficient, and Exemplary levels of equity integration.
Who can complete this instrument?
If you are unsure whether you qualify, you are encouraged to complete the instrument. Diverse perspectives strengthen construct validity.
Process of development
SEEMAS was developed through a rigorous, multi-phase process grounded in the medical education literature and validated through expert consultation.
Theoretical framework
SEEMAS is theoretically grounded in Aristotle's Theory of Equity (epieikeia), a philosophical doctrine that conceptualises equity as a corrective form of justice — one that goes beyond rigid, universal rules to achieve fair and context-appropriate outcomes in individual cases.
Aristotle argued that written laws, however well-intentioned, cannot anticipate every situation. Equity, therefore, acts as a flexible corrective — adjusting the application of rules to honour the spirit of justice rather than enforce the letter of the law when the two diverge. Equity in this tradition is not a departure from justice, but its highest expression.
In the context of medical education accreditation, this framework directly informs the central argument of SEEMAS: that accreditation standards must be contextually adaptive and equity-sensitive — particularly for institutions that are geographically remote, resource-constrained, or otherwise disadvantaged. Applying a single rigid set of standards without accounting for institutional context is analogous to applying the letter of the law without regard for its equitable intent.
Publication details
SEEMAS is part of a PhD research project in Health Professions Education (HPE), forming the culminating output of a programme of research on equity in basic medical education accreditation. The following publications from this research programme provide the theoretical and empirical foundations of the instrument:
If you would like to cite SEEMAS or enquire about the research, please contact the corresponding author: neeloferadeel@gmail.com
Follow these steps to complete SEEMAS:
| Basic | Accreditation processes reflect initial awareness of equity, but practices remain ad hoc, informal, or reactive. Equity considerations are not formally embedded in standards selection, stakeholder engagement, surveyor mechanisms, or feedback systems — particularly for under-resourced or remote medical schools. (1 point) |
| Proficient | Equity principles are consistently and formally embedded across accreditation processes — including standards design, stakeholder consultation, surveyor training, and post-visit feedback. Structured mechanisms are in place, though engagement with under-resourced or remotely located medical schools may not yet be fully comprehensive. (2 points) |
| Exemplary | Equity is systematically and innovatively integrated across all accreditation functions — from standards selection and stakeholder engagement to surveyor practices and post-visit support. The authority proactively centres equity-deserving and remote medical schools, employing evidence-based, context-sensitive mechanisms that respond to the realities of under-resourced settings. (3 points) |
Use this citation in your research papers, theses, or reports:
Please read the consent statement carefully. You must tick the checkbox below to proceed to the instrument.
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Select the section(s) relevant to your accrediting authority's context
SEEMAS has two sections. Section 2 is required for all respondents. Section 1 is additional — tick it only if your authority has adopted accreditation standards from an external source.
Equity awareness exists but practices are ad hoc and reactive — not formally embedded in standards, stakeholder engagement, surveyor mechanisms, or feedback, especially for under-resourced or remote schools.
Equity is consistently embedded in standards design, stakeholder consultation, surveyor training, and feedback — though engagement with under-resourced or remote medical schools may not yet be fully comprehensive.
Equity is systematically integrated across all accreditation functions, with the authority proactively centring equity-deserving and remote medical schools through evidence-based, context-sensitive mechanisms.
Do you have any comments on the clarity of criteria, suggested improvements, or other observations about this instrument? Your feedback is voluntary and greatly appreciated.
Equity integration profile for your accreditation authority
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If you have any questions or would like to follow up, please contact the corresponding author at neeloferadeel@gmail.com